Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "project based learning" returned 1583 result(s)
Sort by Relevance | Title | Type |
... ...

Achievement Standard French Years 5 and 6

By the end of Year 6, students use written and spoken French for classroom interactions and transactions, and to exchange personal ideas, experiences and feelings. They ask and answer questions in complete sentences in familiar contexts (For example, …

Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum

Achievement Standard French Years 9 and 10

By the end of Year 10, students use written and spoken French to socialise with peers, teachers and other French speakers in local contexts and online environments. They communicate about immediate and personal interests and involvements (such as family, …

Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

Achievement Standard German Years 5 and 6

By the end of Year 6, students use written and spoken German for classroom interactions, to carry out transactions, and to share ideas and opinions, relate experiences and express feelings. They use complete sentences in familiar contexts to ask …

Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum

Achievement Standard Italian Years 9 and 10

By the end of Year 10, students use written and spoken Italian to interact with others in a range of contexts and for a range of purposes. They discuss topics such as education, work, the environment and youth issues as well as concepts from a range of …

Achievement Standard | Achievement Standards | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Rationale Health and Physical Education

In an increasingly complex, sedentary and rapidly changing world it is critical for every young Australian to not only be able to cope with life’s challenges but also to flourish as healthy, safe and active citizens in the 21st century. This is a strong …

Rationale | Health and Physical Education | F-10 curriculum

ACLARC156

Engage in classroom interactions and exchanges, clarifying meaning, and describing and explaining actions and responses[Key concepts: opinion, perspective, mindful learning, exchange; Key processes: describing, explaining, clarifying, expressing]

literacy critical-creative personal-social Elaborations ScOT Terms

ACLARC156 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum

ACLARC002

Participate in collaborative planning, decision making and shared transactions, using different modes of communication[Key concepts: collaborative learning, performance, presentation; Key processes: planning, listening, deciding, transacting]

literacy numeracy critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLARC002 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Arabic | Languages | F-10 curriculum

ACLASFC020

Contribute to class activities and shared learning tasks that involve transacting, planning and problem-solving, using collaborative language[Key concepts: collaboration, roles, responsibilities, memory; Key processes: negotiating, collaborating, planning, …

literacy critical-creative personal-social Elaborations ScOT Terms

ACLASFC020 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC099

Create different types of bilingual texts to support their classroom learning[Key concepts: bilingual, meaning, translation, equivalent; Key processes: translating, labelling, developing, creating, captioning]

literacy Elaborations ScOT Terms

ACLASFC099 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC171

Create their own bilingual texts and learning resources such as electronic displays, websites or digital newsletters[Key concepts: bilingualism, meaning; Key process: composing, creating]

literacy information-communication critical-creative Elaborations ScOT Terms

ACLASFC171 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC182

Engage in different processes of collaborative learning, including planning, problem-solving, task completion and evaluation[Key concepts: design, communication, reflection; Key processes: collaborating, designing, creating, presenting, problem-solving, …

critical-creative personal-social Elaborations ScOT Terms

ACLASFC182 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC225

Create bilingual texts and learning resources to use in the classroom[Key concepts: translation, meaning, transcription, bilingualism; Key processes: translating, captioning, recording, creating]

literacy Elaborations ScOT Terms

ACLASFC225 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLCHC056

Create short bilingual texts on topics of personal interest and on key content from other learning areas and provide subtitles or commentary to assist meaning[Key concepts: bilingualism, identity; Key processes: translating, interpreting]

literacy critical-creative Elaborations ScOT Terms

ACLCHC056 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC089

Reflect on personal experiences and observations of using and learning Chinese language in familiar contexts, and use these reflections to improve communication[Key concepts: respect, context; Key processes: reflecting, observing]

literacy information-communication critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLCHC089 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC130

Collaborate in and make decisions about group activities and learning experiences in familiar contexts[Key concept: collaboration, public life ; Key processes: interpreting, exchanging]

literacy numeracy information-communication critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLCHC130 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC137

Reflect on their reactions and responses to others when participating in learning and cultural experiences in Chinese and Australian contexts[Key concepts: identity, place; Key processes: responding, identifying]

literacy critical-creative personal-social intercultural-understanding asia-australia Elaborations ScOT Terms

ACLCHC137 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC153

Reflect on the benefits of learning Chinese and English in both Chinese and English interactions[Key concepts: place, biculturalism, identity; Key processes: observing, explaining, reflecting]

literacy critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLCHC153 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC197

Represent factual information related to other learning areas and on topics of interest in a range of texts and formats for different audiences [Key concepts: information, data, significance, legacy; Key processes: locating, analysing]

literacy numeracy information-communication critical-creative intercultural-understanding Elaborations ScOT Terms

ACLCHC197 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLFWU020

Understand that language belongs to communities, and that language learning requires respectful and appropriate behaviour[Key concepts: ownership, belonging, respect; Key processes: demonstrating, applying]

personal-social intercultural-understanding aboriginal-torres Elaborations ScOT Terms

ACLFWU020 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLFWU064

Understand and apply cultural norms, skills and protocols associated with learning, using and researching Aboriginal and Torres Strait Islander languages[Key concepts: ownership, protocols, ethical behaviour; Key processes: acknowledging, investigating, …

critical-creative personal-social intercultural-understanding aboriginal-torres Elaborations ScOT Terms

ACLFWU064 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Sort by Relevance | Title | Type |
... ...